Integrating Federated Searching into Your Information Literacy Curriculum: A How-To Guide

2009 ◽  
Vol 16 (4) ◽  
pp. 311-321 ◽  
Author(s):  
Christopher Cox
Keyword(s):  
Information Literacy ◽  
Literacy Curriculum

The current situation of information literacy education and curriculum design in Pakistan: a discovery using Delphi method

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Syeda Hina Batool ◽  
Ata ur Rehman ◽  
Imran Sulehri
Keyword(s):  
Information Literacy ◽  
Curriculum Design ◽  
Literacy Education ◽  
Delphi Process ◽  
Literacy Curriculum ◽  
Content Type ◽  
Postgraduate Students ◽  
Domain Specific ◽  
Domain Specific Knowledge ◽  
Computer Research

PurposeThe present study focused on information literacy education through a unique research lens, i.e. the Delphi process in developing countries. The primary aim of the study is to formulate an information literacy framework for higher education.Design/methodology/approachIn total 13 experts from the field, including academicians and practitioners, were invited to build consensus on the components of an information literacy curriculum for library and information sciences or management postgraduate students.FindingsThe Delphi process was completed in three reasonable rounds to build consensus on eight information literacy course units, including computer, research, critical, information, domain-specific knowledge and copyright literacies in line with learning and communication skills. The panelists considered computer, research and critical literacies as the most significant components of an information literacy curriculum for postgraduates.Practical implicationsThe proposed framework of information literacy curriculum may have considerable implications for educators, practitioners and researchers.Originality/valueThe study is unique as it focuses on developing a contextual and comprehensive information literacy education framework for information professionals.

The Digital Information Divide

2011 ◽  
pp. 1-18
Author(s):  
Randall McClure
Keyword(s):  
Information Literacy ◽  
Computer Technology ◽  
Literacy Instruction ◽  
Information Behavior ◽  
Digital Age ◽  
Digital Natives ◽  
Digital Information ◽  
Digital Immigrants ◽  
Literacy Curriculum ◽  
Comprehensive Information

This chapter explores the gap in information between digital natives and digital immigrants. Advances in computer technology have transformed information, and resulting changes in information behavior clearly mark the digital information divide. These changes in information behavior have affected information literacy instruction, yet educators have opted for quick fix strategies, ignoring the need to develop a comprehensive information literacy curriculum for the digital age. Partnerships—between primary, secondary, and postsecondary teachers and librarians and curriculum designers working to establish a vertically and horizontally scaffolded K-16 information literacy curriculum—may effectively bridge the divide.

scholarly journals "Into the great wide open"

2020 ◽  
Author(s):  
Mervi Miettinen
Keyword(s):  
Information Literacy ◽  
Academic Career ◽  
Open Science ◽  
Teaching Staff ◽  
Literacy Curriculum ◽  
University Library ◽  
Master's Thesis ◽  
Cumulative Learning ◽  
Teaching Team ◽  
Science And Research

Open science and research is no longer relevant just for people pursuing an academic career. Instead, it is something that all students entering the university should be increasingly familiar with as they proceed with their studies. Tampere University Library has actively integrated open science into its information literacy teaching, beginning from the first-year orientation studies and continuing throughthe Bachelor’s and Master’s thesis seminars. Following the guidelines provided by the idea of cumulative learning (Maton 2009), the IL teaching at Tampere University Library aims at connecting new knowledge with existing knowledge, effectively building on the students’ previous IL studies throughout their degree. In addition, the ACRL Framework for Information Literacy (2015) acts as a roadmap for developing IL teaching at Tampere University Library: the Library’s entire teaching team has gathered in workshops and together produced a view of the frames that best suits the University’s students. The frames are awork-in-progress, and the teaching team will continue to work on better adapting the frames. One of the results is the way in which the frames and the threshold concepts within determine the depth inwhich issues such as open science and research are taught at different levels (cf. Sipilä, Miettinen &Tevaniemi, 2019). In order to ensure student engagement, concepts like open science are presented at each level in a way that is relevant to the students’ current studies, beginning with the concept itself and later advancing towards viewing the students as both users and creators of open science. This presentation will highlight some of the current ways in which open science and research is integrated into the information literacy curriculum at Tampere University Library, and how the ACRL framework can act as a way for library teaching staff to comprehend and develop IL teaching in highereducation.

scholarly journals Proposition of Media and Information Literacy Curriculum for Integration into Pedagogy in IITs

2018 ◽  
Vol 38 (3) ◽  
pp. 221 ◽  
Author(s):  
Nirmal Unyial ◽  
Baljinder Kaur
Keyword(s):  
Critical Thinking ◽  
Information Literacy ◽  
Social Participation ◽  
Global Communication ◽  
Literacy Curriculum ◽  
Model Curriculum ◽  
Media Messages ◽  
Digital World ◽  
Northern India ◽  
Structured Questionnaire

The purpose of the study is to identify the need of Media Information Literacy pedagogy in IITs through model curriculum if, proposed across the programme and courses. In this regard a survey was conducted with a well structured questionnaire for collection of data from targeted population with a sample of 1054 students of selected IITs of Northern India. Findings of the study demonstrate that 25 per cent to 30 per cent students welcome MIL curriculum for regular pedagogy. However, 60 per cent to 70 per cent students were of the opinion that MIL can enhance their critical thinking abilities for evaluating media messages which help the students to survive and thrive better in the digital world and prepares them for global communication and social participation.

Promoting lifelong learning through government document information literacy

2014 ◽  
Vol 42 (1) ◽  
pp. 52-69 ◽  
Author(s):  
B. Jane Scales ◽  
Marilyn Von Seggern
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
Government Information ◽  
Literacy Curriculum ◽  
Student Groups ◽  
Content Type ◽  
Composition Students ◽  
Washington State University ◽  
Job Seeking ◽  
Long Term Impact

Purpose – The aim of this paper is to report on the development and assessment of a government document information literacy curriculum by librarians at Washington State University. The pedagogical and assessment goals are described, and the learning outcomes by participating sophomore and junior English composition students are explored. Design/methodology/approach – Instruction librarians adopted ACRL standards to government information in order to address difficulties undergraduates have in identifying and evaluating common federal government resources. Learning outcomes are measured with a mixed-methods approach including pre- and post-tests, in-class worksheets, and student bibliographies. Findings – Overall, the project improved government document information literacy in the student groups that participated. Research limitations/implications – There are many questions the project raises that the authors cannot address. Does the curriculum have any long-term impact on the students? Will it make students who participated more likely to use government information when job seeking, or when making important decisions? Originality/value – The project uniquely targets a population for which there has been little research on regarding government information literacy – undergraduates who have already received introductory library instruction, but who are not yet researching upper-division, discipline-specific topics.

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